Friday, 13 May 2016

Use of appropriate statistics for analyzing students’ progress

 There are a number of key questions that an examination of classroom data should address.
  • Which content standard indicator(s) was the teacher assessing?
  • What percent of students demonstrated proficiency?
  • What implications does that have for instruction?
  • Which students have not demonstrated that they can do this?
q  What diagnostic information did an examination of student work provide?
q  Based on individual student performance, what do I need to do next to move the student to proficiency?
q  Based on the class performance, what re-teaching do I need to do?
q  After reassessing, did my students demonstrate proficiency?
q  Do we have any students who are not attaining proficiency across indicators?
q  What diagnostic information do we have about them to inform instruction?
q  What interventions have we tried? What interventions do we plan to try next?
q  Raw Scores
      The raw score is the number of items a student answers correctly without adjustment for guessing
q  Percentage Scores
A percentage score is the percent of test items answered correctly
q Scores of Relative Standing
Percentile Ranks A percentile rank is the point in a distribution at or below which the scores of a given percentage of students fall.
q Median
A median is simply the score that falls exactly in the middle, such that half of the people had higher scores, and half of the people had lower scores.
q The Mode
The third  important statistic of summary is called the mode, which is simply the score obtained by the most people in the group

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